Students with Learning Disabilities:. What Do They Need To Prepare For College? Leisa Pickering, Ph.D. University of Kentucky and Debra Mato, M.Ed. College of Mount St Joseph. Agenda. Legal Differences at College Level Documentation Guidelines Reasonable Accommodations
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What Do They Need To Prepare For College?
Leisa Pickering, Ph.D.
University of Kentucky
Debra Mato, M.Ed.
College of Mount St Joseph
Legal Differences at College Level
How Students Can Prepare In High School
Campus Differences – Finding the Right Fit
The Education for All Handicapped Children Act (P.L. 94-142) was signed into law in 1975.
It was updated and renamed the Individuals with Disabilities Education Act (IDEA, 1990 and 1997).
IDEA was Reauthorized in November 2004
A SUMMARY OF PERFORMANCE will be required – “a local educational agency shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.” Sec. 614c (5).
state individuals must meet the following eligibility criteria:
Students with disabilities are entitled to a “free and appropriate public education.”
Students are qualified for public education by being of age and having a disability.
No one is entitled… Equal access is the goal.
This is a Civil Right.
“Otherwise qualified” means the student must meet all entrance and academic requirements regardless of disability.
With Reauthorization of IDEA, 2004, Summary of Performance (SOP) based on response to intervention and observations becomes evaluation of specific learning disabilities.
Documentation Guidelines for learning disorders are based on the DSM-IV.
A Summary of Performance can only be considered supplementary to a current psychological assessment.
(Diagnostic and Statistical Manual of Mental Disorders, Fourth Ed., 1994),
“Learning Disorders are diagnosed when the individual’s achievement on individually administered, standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence.”
(Not brief screeners)
Approved Cognitive Measures:
(WAIS-III) is the preferred instrument.
Not approved cognitive measures:
Not approved achievement test:
No “one size fits all” approach
The school system is responsible for identifying a student with a disability.
School officials and parents request disability services.
Student with parent/ educator team decides which courses to take.
The student is responsible to initiate identity as having a disability.
The student requests disability services.
Student decides what courses to take.
Everyone is informed about a student’s placement. Teachers have an idea about the student’s needs before the student enters the classroom.
The student must initiate all actions regarding accommodation with each professor, for each course, every semester.
Students have a right to choose whether or not to use accommodations.
Parents are the legal guardians and advocates for their children’s educational decisions and have a right to review all educational records.
Students have little or no privacy.
Under FERPA*, at 18 years of age students have the right to make educational decisions and must provide consent for disclosure of their educational records, even to their parents.
The college is obligated to protect a student’s confidentiality.
*(FERPA : Family Educational Rights and Privacy Act.)
Attributes to Develop_ From Transition of Students with Disabilities to Postsecondary Education: A guide for High School Educators, www.ed.gov , 2008.
Students need to understand their disabilities and what strategies work for them in high school
The most important concept to grasp is that the student with a disability needs ALL the same competencies as any other college student PLUS whatever special skills or strategies are needed to cope with his/her disability. It is better to start acquiring skills in an environment he knows well, (i.e. high school) rather than to wait until he arrives on the college campus. Going to college comfortable with oneself and one’s needs can make the difference between success and failure.Effective College Planning: 8th Ed. (2002) WNY Collegiate Consortium of Disability Awareness
Service Model - The Learning Center
Program Model – Project EXCEL
Fee-based program for students with SLD or ADD/ADHD
Professional tutors; EXC 103 – a class just for freshmen; weekly Time management; Study Tables; Project lab
Assistance with academic accommodations for students with documented disabilities
ACCESS to Postsecondary Educationwww.ahead.org/affiliates/kentucky/transition-guide
College Planning for Students with Learning Disabilitieswww.ldonline.org/article/6130
Self-Advocacy for College Studentswww.ldonline.org/article/6142
Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilitieswww.ed.gov/about/offices/list/ocr/transition.html
Transition of Students with Disabilities to Postsecondary Education:A Guide for High School Educatorswww.ed.gov/about/offices/list/ocr/transitionguide.html